1. Subtraction

2. Subtraction Year 1 Subtract one digit and two digit numbers to 20 Represent and use number bonds to 20 Solve problems using objects and pictorial representations

3. What is the difference between 4 and 6? 6 - 4 = 4 + 2 = 6 – 2 = 2 + 4 = 6 - ? = 4 ? + 4 = 6 6 – ? = 2 ? + 2 = 6 In my head I have two odd numbers with a difference of 2. What could they be? Convince me.

5. Subtraction Year 2 Add and subtract numbers using concrete objects, pictorial representations and mentally 2 digit numbers and ones 2 digit numbers and tens two 2 digit numbers three 1 digit numbers Use jottings to support informal methods Written recordings

6. Number lines Is it quicker to go backwards or forwards?

7. Informal methods to support written calculations 35-22

8. Hundred Square 54—32 = 22

9. Moving to more formal written methods 37 – 12 = 37 – 10 = 27 27 – 2 = 25

10. Subtraction Year 3 Mental calculation Add and subtract numbers mentally, including: *a three ‐ digit number and ones *a three ‐ digit number and tens *a three ‐ digit number and hundreds.

11. 97 – 15 = 82 82 87 97 - 5 - 10 84 – 56 = 28 + 4 + 20 + 4 56 60 80 84

12. Written calculation Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction. Extended columnar – with exchange: 87 ‐ 58 becomes 70 + 17 ‐50 + 8 20 + 9

13. Subtraction Year 4 Mental calculations Continue to practise mental methods with increasingly large numbers to aid fluency.

14. Mental calculations Whenever possible, children should be encouraged to visualise number lines and other basic, supporting representations to promote fluent work without jottings.

15. Written calculations Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate. 300 + 70 + 2 -100 + 40 + 7 300 + 60 + 12 -100 + 40 + 7 200 + 20 + 5 300 + 70 + 2 - 100 + 40 + 7 200 + 20 + 5 60 1 Apply understanding of subtraction with larger integers to that of decimals in context of money and measures.

16. Subtraction Year 5 Mental calculation Subtract numbers mentally with increasingly large numbers. E.g. 12 462 – 2300 = 10 162 Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy. Pupils practise adding and subtracting decimals, including a mix of whole numbers and decimals, decimals with different numbers of decimal places, and complements of 1 (for example, 1 ‐ 0.17 = 0.83). Pupils mentally add and subtract tenths, and one ‐ digit whole numbers and tenths.

17. Written methods Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction). (Pupils) practise adding and subtracting decimals. Begin with three ‐ digit numbers using formal, columnar method; then move into four ‐ digit numbers

18. £17.34 - £12.16 £ 5.18 2 1 1734p ‐ 1216p 518p 12 £17.34—£12.16 1000 + 700 + 30 + 4p -1000 + 200 + 10 + 6p 500 + 10 + 8p = 518p 1 20

19. Fractions Subtract fractions with the same denominator and denominators that are multiples of the same number. Mentally add and subtract tenths, and one ‐ digit whole numbers and tenths. 6/8 – 3/8 = 5/8 4/5 – 3/10 = 8/10 – 3/10 = 5/10

20. Subtraction Year 6 Mental calculations Perform mental calculations, including with mixed operations and large numbers. Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.

21. Mental calculations Whenever possible, children should be encouraged to visualise number lines and other basic, supporting representations to promote fluent work without jottings.

22. Written Methods Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction). Solve problems involving the calculation and conversions of units of measure, using decimal notation of up to three decimal places where appropriate. £17.34 - £12.16

23. Add and subtract fractions with different denominators and mixed numbers. 3 1/5 – 2 1/3 = Change to improper fraction or keep as mixed numbers 16/5 - 7/3 = Find the common denominator 48/15 – 35/15 = 13/15 3 3/15 – 2 5/15 = 2 18/15 - 2 5/15 = 13/15

24. Basic Mental Strategies for Subtraction ♦ Find differences by counting up ♦ Partitioning ♦ Applying known facts ♦ Bridging through 10 and multiples of 10 ♦ Subtracting 9, 11 etc. by compensating ♦ Counting on to, or back from the largest number

25. Subtraction 12 - 7 67 - 45 67 - 59 178 - 99 300 - 150 468 - 237 3241 - 2167 How would you solve these? Number line Partitioning Diennes Place value counters Column subtraction 100 square Compensation Use known number facts